Qualitative study examines intersectionality in occupational therapy education, highlighting learner experiences and educational strategies.
Key Points
The study aims to explore how students and recent graduates understand and apply intersectionality theory in occupational therapy education.
Conducted semistructured interviews with eight participants (five students and three recent graduates).
Utilized interpretive description and reflexive thematic analysis for data interpretation.
Identified four key themes about intersectionality in occupational therapy education: learning about intersectionality, personal identity explorations, the relevance of intersectionality in practice, and the need for curriculum transformation.
Emphasized the significance of lived experiences in understanding intersectionality and curricular impacts on professional identity.
Highlighted the necessity for experiential and critically reflexive pedagogy in curriculum design.